Basic Development of the Individualized
Education Program
Annie Margaret Harris
Office of Special Education
Division of Technical Assistance
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
1
What is the Purpose of an IEP?
• It considers individual needs.
• It describes how the student learns and what may
improve learning.
• It is a collaborative communication process
between school district staff and parent(s).
• It shows management and level of resources.
• It is an accountability tool for implementation but
NOT a performance guarantee.
• It reflects the IEP Committee’s decisions.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal Programs Office of Special Education
2
Individualized Education Program (IEP)
The IEP is a:
• legal document
• teaching instrument
• road map for students
The IEP must be:
• developed within 30 days of initial eligibility
• in effect before special education services are
provided
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
3
The IEP Committee Members
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Parent(s)/guardian
General education teacher (at least one)
Special education teacher(s)
Agency representative (must have the authority to commit school
district resources)
Student (if appropriate)
Related service personnel (if appropriate)
Evaluation personnel – can interpret instructional implications of
evaluation results
Others with knowledge of child or special expertise
***IEP Committee members can wear more than one hat.***
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
4
IEP Committee Responsibilities
The IEP Committee determines:
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Special education and related services
Supplemental aids and services
Program modifications/accommodations
Support for school personnel
Least Restrictive Environment
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
5
IEP Committee Responsibilities
The IEP Committee is also responsible for
ensuring the child:
• Advances appropriately toward attaining the annual
goal(s)
• Is involved in and progresses in the general curriculum
and participates in extracurricular and/or non-academic
activities
• Is educated and participates with non-disabled children
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
6
Steps to Achieve
Parental Participation
• Parents will be given the opportunity to participate in a
meeting to develop and/or revise their child’s IEP.
• Parents will be given a list of who will be in attendance by
name and position. Substitutions by position for persons
named to be in attendance may be permitted.
• School district staff should document at least two (2)
separate (different) methods such as notices, letters,
telephone calls and home or other visits that were provided
to parents in order to involve parents in a meeting to
develop the IEP.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
7
Steps to Achieve
Parental Participation
• In accordance with §300.321 (e)(1) Team members may be
excused from meetings if parent and LEA agree in writing.
• There is no requirement to attend if the topic does not
deal with member’s area of concern.
• If topic does deal with member’s area of concern, the
member must:
1. Provide written input to the parent
2. Obtain written parental consent for person to be
excused
• Technology may be used for IEP meetings (e.g., video
conferencing or conference calls).
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
8
Best Practices Prior to IEP Meeting
• Decide who will be in
attendance.
• Mutually agree upon time,
date, and place.
• Send correspondence in a
timely manner.
• Document attempts made
to invite the parents.
2011 - 2012
• Inform participants of
roles and responsibilities.
• Prepare an agenda.
• Set ground rules.
• Discuss issues and
develop options for
consideration.
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
9
Suggested Rules for Successful IEP Committee
Meeting
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Define the purpose of the meeting.
Follow the agenda.
Use jargon-free language.
Introduce committee members and their roles and
responsibilities.
• Build on the ideas of others.
• Encourage the involvement of the
parents/students.
• Use procedures that lead to decisions made by
consensus.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
10
Determining Placement
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The Individualized Education Program
(IEP) Committee’s determination of the
educational needs of a student with a
disability is based upon:
Evaluation
Student’s needs
Educational setting
Nonacademic services and activities
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
11
Educational Setting
• Always begin with the assumption that the
appropriate setting/placement for the
student is the general education classroom
for 80% or more of the school day.
• Ensure that the IEP goals and/or objectives
are written in such a way that they could be
implemented in the general education
setting.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
12
Nonacademic Services and Activities
Students may not be excluded, on the basis of
his/her disability, from participating in
extracurricular activities and nonacademic
services.
These may include counseling services, physical
education, recreational athletics, transportation,
health services, recreational activities, specialinterest groups, and clubs sponsored by the school.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
13
Least Restrictive Environment (LRE)
IDEA emphasizes and requires that educational
programs for students with disabilities be designed to
ensure, to the maximum extent appropriate, their
involvement in the general educational environment.
No student with a disability can be removed from the
general education environment unless the nature of
severity of the disability is such that education in
regular classes with supplementary aids and services
cannot be satisfactorily achieved.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
14
Least Restrictive Environment (LRE)
Based upon these requirements, the majority of
Individualized Education Programs (IEPs) for
students with disabilities will be developed using the
MS Curriculum Frameworks with special education
services focusing on direct instruction to assist a
student to achieve the general education
curriculum requirements.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
15
Least Restrictive Environment (LRE)
Only in instances where the student has a history
of requiring extensive individualized instruction
and has been classified as having a significant
cognitive disability (SCD) would the MS
Curriculum Frameworks not be appropriate for the
provision of instruction. Instruction for students
who are classified as SCD would be aligned with
the MS Extended Curriculum Frameworks.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
16
Least Restrictive Environment (LRE)
The IEP Committee members have a legal
mandate (IDEA ‘04) requiring that students
with disabilities receive their education in the
general education classroom environment to the
maximum extent appropriate, or, to the extent
such placement is not appropriate, in an
environment with the least possible amount of
segregation from the students’ non-disabled
peers and community.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
17
What Constitutes the LRE?
The general education classroom is the
appropriate setting for educating a child
with a disability when the child can be
educated satisfactorily. However, the
general education classroom is not
necessarily the least restrictive environment
for all children.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
18
IDEA ’04
34 CFR 300.114(a)(2)(i)
Each public agency shall ensure that:
(1) To the maximum extent appropriate,
children with disabilities, including children in
public or private institutions or other care
facilities, are educated with children who are
non-disabled; and
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
19
34 CFR 300.114(a)(2)(i)
(2) Special classes, separate schooling,
or other removal of children with
disabilities from the general
educational environment occurs only
when the nature or severity of the
disability is such that education in
regular classes, with the use of
supplementary aids and services, cannot
be achieved satisfactorily.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
20
34 CFR 300.115
The IDEA regulations further specify that a
continuum of alternative placements must
be available to meet the needs of children
with disabilities for special education and
related services.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
21
Service Delivery
Placement Options
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Regular Classroom
Resource Room
Full-Time Special Class
Community-Based Services
Special School
Residential School
Home/Hospital
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Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
22
Inappropriate Considerations in LRE Decisions
• Placement according to eligibility category
or severity
• Placement where services are traditionally
provided
• Citing disruption without evidence of
behavior management attempts
• Cost, unless excessive
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
23
Inappropriate Considerations in LRE Decisions
• Adopting a “full inclusion” policy instead
of using the continuum of alternative
placements
• Excluding parents from placement decisions
• Failing to follow the procedural
requirements of the IDEA for all changes of
placement
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
24
What Does Inclusion Mean?
The term “inclusion” is generally
recognized by educators to mean the
placement of students with disabilities in
the general education classroom with ageand grade-appropriate peers.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
25
Inclusion Means…
• No child is excluded on the basis of type
and degree of disability.
• The school promotes
cooperative/collaborative teaching
arrangements.
• There is building-based planning, problem
solving, and ownership of all students and
programs.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
26
Inclusion Does Not Mean…
• “Dumping” students with disabilities into
general education classrooms without
careful planning and adequate support.
• Reducing services or funding for special
education.
• Overloading any classroom with students
who have disabilities or who are at risk.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
27
Inclusion Does Not Mean…
• Teachers spend a disproportionate amount
of time teaching or adapting curriculum for
students with disabilities.
• Putting all students with disabilities in one
general education classroom.
• Isolating students with disabilities socially,
physically, or academically within the
general education classroom.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
28
Inclusion Does Not Mean…
• Jeopardizing the achievement of general education
students through slower instruction or lesschallenging curriculum.
• Special education teachers are relegated to the role
of an assistant in the general education classroom.
• Forcing general and special education teachers to
team together without careful planning and welldefined responsibilities.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
29
The Hartmann Three-Part Test
(4th Circuit)
Inclusion should not occur when:
1. A student with a disability would not
receive educational benefit.
2. Any marginal benefit from inclusion
is significantly outweighed by
benefits in a separate setting.
3. The student is a disruptive force
in the classroom.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
30
Important
• Consideration must be given to the possible
effect of the inclusion of a child with a
disability on the education of the other
children in the class.
• If the presence of a student with a disability
compromises the quality of the education in
the classroom, the placement is
inappropriate.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
31
Discuss Supplementary Aids and Services
If inclusion is the student’s LRE (as
determined by the IEP Committee), the IEP
Committee must decide if provision of
supplementary aids and services will permit
the student to be successful in the general
education environment.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
32
Successful Inclusion
Successful inclusion is promoted through the IEP
process and developed according to the individual
student’s needs.
Instruction that addresses the IEP objectives and
provision of related services must continue in the
general education setting to the maximum extent
appropriate.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
33
Successful Inclusion
Inclusion does not occur by simply moving
a student to general education classroom; it
is not a trade-off of supports and services,
nor is it a trading-off of achievement of
individual goals.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
34
More Important Factors
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Is the program appropriate for the student?
Is the entire continuum of placements available if needed?
Is placement determined annually?
Are individualized placement decisions made by the IEP
Committee and other qualified personnel?
• Are students with disabilities receiving educational
benefit?
• Are supports, supplementary aids and services being
provided in the general education classroom?
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
35
Procedures
Students are placed in the least restrictive
environment using the following decisionmaking process:
1. Review student’s most current IEP;
2. Determine which IEP services, including
instruction, can be implemented in the
general education classroom;
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
36
Procedures
3. If all IEP services cannot be provided in the
general education class, identify those that must
be provided outside the general education class;
however, the district will not remove a student
from education in an age-appropriate general
education classroom solely because of needed
accommodations and/or modifications in the
general education curriculum;
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
37
Procedures
4. For those services that must be provided outside
the general education classroom, identify where
on the continuum, from least to most restrictive,
the services can be provided;
5. Placement is in the school the student would
attend if not disabled, unless another
arrangement is required for implementation of
the IEP;
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
38
Procedures
6. In selecting the student’s placement, the
IEP Committee considers and documents:
a. All placement options considered,
including those requested by the parent;
b. Potential benefits of placement
options that are considered;
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Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
39
Procedures
c. Any potential harmful effects on the
student or on the quality of services that he
needs; and
d. Accommodations and/or
modifications and services considered to
reduce harmful effects.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
40
Always Consider
1. Academic benefit: The educational
benefits available to the student in the
general education classroom,
supplemented with appropriate aids and
services, as compared with educational
benefits of a special education placement
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Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
41
Always Consider
2. Nonacademic benefit: The nonacademic
benefits of placement in a general
education classroom, such as language,
social skills, behavior, and self-esteem
3. Disruptive effect: The effect of the
student’s presence on the teacher and
other students in the classroom
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
42
Always Consider
4. Additional cost of providing services in a
regular classroom vs. prorated cost of
providing services to student in a special
education classroom, as it relates to the
total school district budget
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
43
Student’s Needs
What are the characteristics and needs of the student?
• Rate of Learning
• Student’s Strengths
• Preferences/Interests
• Social/ Emotional Skills
• Behavior
• Special Considerations
• Overall Functioning Level
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
44
What are the Characteristics of the General Education
Setting?
• Do competencies align with
curriculum?
• What are the characteristics of the
physical environment?
• Can social, behavioral, and other goals
be integrated with academics?
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
45
Necessary Conditions for Successful IEP
Development
• Strong and viable administrative support
• Open and genuine collaboration and
communication
• Ongoing and meaningful staff
development activities
• Active and involved parents as partners
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Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
46
Developing the IEP
IEP Team must consider:
• Child’s strengths
• Parent’s concern for enhancing their child's
education
• Results of initial or most recent evaluation of the
child
• Academic development or functional needs of the
child
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
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2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
48
Purpose of the Present Levels of Performance
(PLP)
• To establish the foundation on which the rest of
the IEP is developed
• To identify the impact of the disability on
participation in the general curriculum
• To align student’s PLP information with the
following: content standards & benchmarks,
annual goals, supplementary
aids/services/supports, and secondary transition
services
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
49
How the Disability Impacts…
How does the student perform
independently and with support compared
to other children in general education
activities in the following areas:
Academics, Language/Communication,
Motor, Behavior, Health/Medical, and
Transition/Career Prep?
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
50
Present Levels of Performance (PLP)
• Describe the impact of the disability on the child’s
ability to progress and be involved in the general
curriculum.
• Summarize the student’s current functioning
(including standardized or classroom-based
assessment) in areas of strengths, as well as
difficulties.
• Identify the student's instructional needs that may
be written as goals.
• Prioritize needs that will be addressed during the
duration of the IEP.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
51
Present Levels of Performance
(PLP)
• This area must describe what the student does
(strengths) and does not do (weaknesses) in
objective, measurable terms.
• When appropriate, the present level must
reference the student’s performance on districtlevel benchmarks and progress from the previous
IEP.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
52
Present Levels of Performance
(PLP)
The PLP statement outlines strengths
such as learning style, specific academic
skills, social skills, physical abilities, etc.
that a child IS able to perform. It also
gives information about struggles a child
faces in these same areas.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
53
REMEMBER
Instruction for all students must be in
alignment with the MS Curriculum
Frameworks or the MS Extended
Curriculum Frameworks.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
54
Academic Examples
• When given grade-level oral instruction, John can
comprehend and use information when provided
visual cues and questions for
clarification…auditory processing needs affect
ability to take notes during lectures.
• When given written materials, Jenny can
comprehend and use the information when
provided assistance with technical or difficult
vocabulary, extended time, and frequent
questioning for comprehension.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
55
Academic Examples Cont.
• When performing grade-level writing
expectations, Patty can complete the
assignment when provided assistance with
organizing information, sentence structure
and editing for spelling.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
56
Example of PLP
Jessica is an 8-year-old black female, currently in 2nd grade,
with an SLD ruling in reading comprehension. She is shy and
has a limited vocabulary. She responds to direct questions with
short yes/no responses. She is not disruptive and follows simple
commands, although she appears confused and agitated when
more than one person is speaking to her. Star Reading
assessment results show that she is functioning at the
kindergarten level and the Key Math test, has her functioning at
the 2nd grade level. Diagnostic assessment results from the
Spring 2011 reveal that she is significantly below average in
reading comprehension. She can read short word phrases, but
fails to grasp an understanding of what she has read. She is also
unable to place events in sequential order.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
57
Example of PLP
M.C. is a bright, outgoing 5th grader who socializes easily with
other children. Currently, he is functioning on a fourth-grade level
in reading/language arts and third-grade level in math based on the
benchmarks from the MS Curriculum Frameworks taught in his
classroom. M.C. struggles with mathematics and has not mastered
addition or subtraction facts. He scored Minimal level on the
MCT2 for mathematics and at the Basic level for Language Arts.
He has a visual learning style and is an active child. Hearing and
vision were reported within normal limits. M.C. interacts well with
adults and enjoys reading and working in the computer lab. He is
able to read to find answers, predict an outcome, and follow simple
directions. M.C.'s teacher reports no social, behavior or emotional
problems in the classroom. He stays on task, completes his work
and interacts with the other students. M.C.’s mother is not pleased
with his progress in math at this time. She expressed that she would
like a computer math program downloaded on his PC so he will be
able to practice at home.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
58
Example of PLP
Betty is a fifteen-year-old seventh-grader with an SLD
ruling in math. According to the benchmarks from the
MS Curriculum Frameworks, she is currently
functioning on a fourth-grade level in math and sixthgrade level in reading. She is unable to meet the general
education standards in the area of understanding and
applying a variety of problem-solving strategies. She
can compute addition problems when using Touch
Math. She has difficulty processing story problems
when they are read to her in a one-to-one situation. She
does not understand the relationship of the language in
the problems and the computation required. She needs
to learn to set-up and solve story problems. Although
the results of the MCT2 have her at the minimal level in
mathematics, Betty’s mother stated that she continues to
work with her at home and feels she is now beginning to
make progress.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
59
Example of PLP
Henry is an 11 year -old 4th grade student with an EMR ruling. Henry
has difficulty learning new tasks, maintaining new skills, and generalizing
skills to new environments affecting his ability to participate and progress in
the general education academic setting. According to the MS Curriculum
Frameworks, Henry is currently reading and performing at the Pre-K
grade levels. The most recent Evaluation and Eligibility Report (9/5/11)
indicate that he is EMR due to un-even learning patterns in all
domains including cognition, communication, socialization and self-help.
When prompted he can tell you his name, recognize some basic colors,
animals, shapes and food items. He can brush his teeth, comb his hair,
dress and feed himself, all with prompting. He enjoys having stories
read aloud to him, listening to music, and watching fishing shows on
television and video. His parents would like for Henry to continue
working on his self-help skills as well as socialization. He works well in
small groups with familiar individuals ,but displays aggressive outbursts
when placed in large group settings with strangers. He will continue to receive
positive behavior therapy 3 days each week.
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Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
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2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
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Supplementary Aids and Services
Definition:
Any device, provision of help, or activity that adds to
or completes a child’s education by making up a
deficit is a supplementary aid or service.
Supplementary aids and services enhance a child’s
ability to access general curriculum, to learn and
participate.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
62
Supplementary Aids and Services
Questions to guide this discussion:
• What supplementary aids and services are needed to enable
student to be successful?
• What specific aspects of the student’s education cannot be
implemented in the general education
setting? Why not?
• What supports (e.g., equipment, personnel, professional
development) might assist the teacher to be able to provide
appropriate accommodations and/or modifications?
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
63
Examples of Supplementary Aids and Services
Physical Environment
• Preferential seating
• Provision of a study carrel
• Rearrangement of classroom
• Permission to move from place to place in
the room (e.g., assignment of two desks
placed on opposite sides of classroom)
2011 - 2012
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Office of Instructional Enhancement and Internal
Programs Office of Special Education
64
Examples of Supplementary Aids and Services
Materials and Instruction
• Extra time to complete assignments
• Reduction in the length of assignments
• Elimination of timing on timed tests
• Use of manipulatives
• Exclusion of poor spelling or handwriting
from grading criteria
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
65
Examples of Supplementary Aids and Services
Behavior and Social Interactions
• Extra time to travel between classes
• Behavior contract or behavior support plan
• Advance warning of transitions and changes
in schedules
• Provision of a visual daily schedule
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Programs Office of Special Education
66
Examples of Supplementary Aids and Services
People
• Use of a note taker (student or
paraprofessional)
• Assignment of a peer buddy
• Access to counseling
• Use of nonverbal signals to guide behavior
• Provision of an interpreter
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
67
Examples of Supplementary Aids and Services
Assistive Technology
• Modified computer equipment
• Adapted writing instruments
• Provision of spell checking, word
prediction, and related software
• Use of calculator
• Provision of voice recognition software
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Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
68
Accommodations
Definition:
Accommodations are practices and procedures in
the areas of presentation, response, setting, and
timing/scheduling that provide equitable
instructional and assessment access for students
with disabilities.
Accommodations reduce or eliminate the effects
of a student’s disability and do not reduce learning
expectations.
2011 - 2012
Mississippi Department of Education
Office of Instructional Enhancement and Internal
Programs Office of Special Education
69
Modifications
Definition:
Modifications are practices and procedures that include
changing, lowering, or reducing learning or assessment
expectations.
Provision of modifications may result in implications that could
adversely affect a student throughout the individual’s
educational career
Examples include:
• Requiring a student to learn less material
• Revising assignments or tests to make them
easier
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Support for Personnel
• The ultimate focus is to provide a FAPE, including beginning
implementation of aids/services, duration, and frequency of
services provided by school personnel.
• Examples:
 Provide information regarding the disability
 Provide training for general education personnel
 Collaborate with special education personnel and/or related
service providers
 Co-teaching
 Use an assistant in the general education setting
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Nonparticipation in General Education Services
• This area is addressed any time the student is not
in general education the entire school day,
including nonacademic and extracurricular
activities.
• Example: Student receives language speech
services twice a week for thirty minutes per
session. (See page W-2 of the IEP.)
• (The IEP Committee would specify any amount of
time the student is removed from the general
education setting).
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Frequency of Services
• Frequency is the amount of time the
student will be receiving services.
For reading, Juan will receive services daily
for fifty-five minutes; for social studies and
science, Juan will receive services three
times a week for thirty minutes each
session.
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Physical Location of Services
• Physical location is the actual location
where the services will be provided.
Reading will take place in the special
education classroom. Directed reading of
social studies and science will take place in
the general education classroom.
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Duration of Services
• Duration of services describes when
services will begin and end (for that IEP
term).
Services will begin on August 8, 2011 and
will end on May 21, 2012.
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IDEA 2004
IEPs for all students must include a
statement of measurable annual goals,
including academic and functional goals.
Benchmarks or short-term instructional
objectives must be included in an IEP for a
student with significant cognitive
disabilities.
(§300.320 (a)(2)(i))
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Measurable Annual Goals
• The goals on a student’s IEP should relate to the student’s
need for specially-designed instruction to address the
student’s area of deficits and how those deficits interfere
with the student’s ability to participate and progress in the
general curriculum.
• In developing the IEP goals, the IEP Committee needs to
select goals to answer the question: "What skills does the
student require to master the content of the curriculum?"
rather than "What curriculum content does the student
need to master?"
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Measurable Annual Goals
• There is a direct relationship between
goal(s) and the needs identified in the PLP.
• Annual goals are descriptions of what a
student can reasonably be expected to
accomplish within a 12-month period with
the provision of special education services.
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Measurable Annual Goals
Four critical characteristics of well-written
goals:
1. Goals are meaningful.
2. Goals are measurable.
3. Goals are able to be monitored.
4. Goals are useful in making
decisions regarding a student’s
education.
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Example of A Measurable
Annual Goal
• During fifteen (15) minutes indoor free play,
Bobby will engage in conversation with at least
one other child for three (3) complete exchanges
on three (3) consecutive days, measured by
continuous time sampling one week per month,
and reported monthly.
• All five categories are satisfied: condition,
behavior, criterion, evaluation method, and
schedule.
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Short-Term Instructional
Objectives (STIOs) Regulations
• STIOs are intermediate steps that the
student will take to reach the measurable
annual goal. As an alternative to STIOs, the
IEP Committee may develop benchmarks,
which describe the amount of progress the
student is expected to make within specified
segments of the year.
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Short-Term Instructional Objectives
• STIOs objectives are required on a student’s
IEP if the student has been classified as
Significantly Cognitively Disabled (SCD).
• STIOs may be used for students who are not
SCD.
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The STRANGER Test
(Kaplan 1990)
Goals and objectives must be written so someone
who did not write them (a stranger) could use
them to develop appropriate instructional plans
and assess the student’s progress.
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The "SO WHAT" Test
• Embodies validity.
• Asks: “Are the goals and objectives written
to be educationally relevant?”
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Statewide Assessment
The MCT2 consists of customized criterionreferenced language arts and mathematics
assessments that are fully aligned with the 2006
Mississippi Language Arts Framework-Revised
and the 2007 Mississippi Mathematics
Framework-Revised.
*(See State Board Policy 7601 and Testing Students
with Disabilities Regulations, June 20, 2011)
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Statewide Assessment
The assessments are administered to students in
grades 3 through 8, including special education
students whose Individualized Education Program
(IEP) specifies instructional goals that are aligned
with the 2006 Mississippi Language Arts
Framework-Revised and the 2007 Mississippi
Mathematics Framework-Revised for the
aforementioned grades.
*(See State Board Policy 7601 and Testing Students
with Disabilities Regulations, June 20, 2011)
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Statewide Assessment
The Subject Area Testing Program (SATP) consists of four
academic, end-of-course tests. Since the 2001-2002 school
year, students have been required to pass the subject area
test(s) as a requirement for graduation.
Students are assessed on the content at the completion of the
course in Algebra I, Biology I, English II, and U.S. History
from 1877. As part of the No Child Left Behind (NCLB) and
Title I requirements, all students who are enrolled in Algebra
I and English II (multiple-choice only) for the first time must
be tested.
*(See State Board Policy 7601 and Testing Students with
Disabilities Regulations, June 20, 2011)
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Decision Not to Assess
If the IEP Committee determines a student
will not participate in a State or districtwide assessment, the IEP Committee must
include a statement of:
(A) Why that assessment is not
appropriate?
(B) How the student will be assessed?
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Significant Cognitive Disability (SCD)
•
The term ‘Significant Cognitive Disability’
(SCD) is not a new, separate category of
disability. Rather, the term refers to a small
number of students who may be within one
of the thirteen existing categories of
disability as defined by IDEA 2004.
•
For a student to be classified as having a
significant cognitive disability, all of the
statements listed on page W-5 of the IEP
must be answered with “yes”.
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Transportation
• Transportation refers to the means by which
a student travels to and from school.
• Transportation may be considered a related
service.
Example: Student is wheel chair bound and
requires a bus with a handilift to get to
school. (Transportation would be the related
service needed in order for the student to
receive a FAPE.)
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Related Services
• Refers to developmental, corrective, and other
services that are required to assist an individual
with a disability to benefit from special education.
• Related services are not synonymous with support
services.
Examples:
Occupational Therapy
Physical Therapy
Speech Therapy
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Graduation Options
• The decision regarding the student’s participation
in the Subject Area Tests as required for the high
school diploma must be discussed.
• By age fourteen, or prior to entering the ninth
grade, graduation options must be discussed.
• Districts are strongly encouraged to develop
procedures to document that students with
disabilities and their parents have been informed
of the graduation options and the minimal
requirements of each option.
• This in addition to the information that is currently
included and documented on the IEP form.
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Graduation Options
There are currently several different
graduation options available for high school
students in our State:
• Standard High School Diploma
• Traditional Pathway Option
• Career Pathway Option
• District Option
• MS Occupational Diploma
• Certificate of Completion
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Special Factors to Consider
The IEP Committee must consider ‘special
factors’ when developing an IEP.
•
•
•
•
•
•
Braille instruction
Limited English Proficiency
Language and Communication Needs
Assistive Technology
Behavior
Individualized Family Service Plan (IFSP) for
student transitioning from Part C to Part B
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Consideration of Special Factors
In considering these special factors, should
the IEP Committee determine that a student
needs a particular device or service in order
to receive a FAPE, the IEP must reflect this
decision.
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Extended School Year (ESY)
ESY (State Board Policy 7212) is:
• Provision of special education and related services to
students with disabilities in accordance with their IEP
beyond the normal school year of the local district and at
no cost to the parents.
• The need for an ESY program must be considered for all
students
• ages 3 – 20 years old (per current state law)
• with current eligibility and
• with a current IEP.
(Mississippi Department of Education, ESY Guidelines
– September 2003)
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Extended School Year
• Designed to maintain student mastery of
critical skill(s) and objectives on the IEP
achieved during the regular school year;
• Designed to maintain a reasonable readiness
to begin the next year;
• Based on multi-criteria and not solely on
regression.
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Extended School Year
ESY is:
• Minimizing the regression of skill, thus shortening the time
needed to recoup (gain back) the same level of skill
proficiency that existed at the end of the school year.
• ESY services may be delivered in a variety of settings:
Traditional classroom;
Abbreviated school day or week;
Individual therapy (physical, occupational, counseling…);
Tutorial services;
In-home training;
Continuation of private placement, or;
Contractual agreements with other agencies.
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Extended School Year is NOT:
• A mandated 12 months service for all students
with disabilities
• Required for the convenience of the school or
parents and therefore cannot serve as a daycare or
respite care service
• Necessary to continue instruction on all of the
previous year’s IEP goals during the ESY period
• Considered to help the student with disabilities
advance in relation to his or her peers
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Extended School Year Criteria
The following criteria are used to determine
a student’s need for ESY:
 Regression – Recoupment (R-R)
 Critical Point of Instruction (CPI)
 Extenuating Circumstances
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Regression-Recoupment (R-R)
• R-R can be characterized as a significant regression of
previously-learned skills during a break in service, and
limited or delayed recoupment of these skills after
services resume.
• R-R occurs when the amount of time required to relearn
skills or behaviors becomes so significant that it interferes
with the ongoing educational process.
• Example: A loss of skill on IEP objective(s) after at least
two (2) breaks in instruction without regaining the
documented level of skill(s) prior to these breaks within
the specified period.
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Break In Instruction
• A break of at least five (5) consecutive
instructional days
• Examples: Fall break; Christmas break;
Spring break
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Critical Point of Instruction
Students with disabilities may be eligible
for ESY if there is evidence that ESY is
needed to allow the student to maintain
progress during a critical point of
instruction.
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Critical Point of Instruction
(CP-1)
• Utilized to prevent a loss of general education
class time OR an increase in special education
service time
• Example: The student may not be keeping up with
work in the general education class and the IEP
Committee is considering movement to a more
restrictive setting.
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Critical Point of Instruction
(CP-2)
• Utilized to prevent a loss of significant progress made
toward the acquisition and/or maintenance of a critical skill
Example: A student is addressing training in use of the
public transportation system. However, the student is
exhibiting challenging behaviors that are not addressed on
the regular school year IEP. The IEP Committee writes a
new goal and objective(s) to be completed during ESY,
specific to the challenging behavior(s) exhibited on the city
bus system.
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Critical Point of Instruction
(CP-2)
Examples:
Communication Skills (e.g., communication
with others for needs/wants)
Social/Behavioral Skills (e.g., demonstrating
acceptable behaviors, controlling
unacceptable behaviors such as hitting,
screaming, self-injurious behaviors)
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Extenuating Circumstances
• Will a break in instruction negatively impact the
student with disabilities or cause the student to
lose skills that will restrict the student’s ability to
function as independently as possible?
Example: A young child (3-5 years old) transitions
into school district services with little or nor
information from early intervention service
providers.
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ESY Decision-Making
IEP Committee must make decisions
regarding the student’s need for ESY
annually between January 15th and April
15th.
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Definition of Transition Services
34 C.F.R. 300.43: The term transition services means a
coordinated set of activities for a child with a disability
that is designed to be within a results-oriented process, that
is focused on improving the academic and functional
achievement of the child with a disability to facilitate the
child’s movement from school to post-school education,
vocational education, integrated employment (including
supported employment), continuing and adult education,
adult services, independent living or community
participation.
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Transition Services
• A statement of transition services needs for the
student age fourteen (or younger, if determined
appropriate by the IEP Committee)
• The statement must focus on the student’s courses
of study (i.e., participation in advanced-placement
courses or vocational education program).
• The desired post-school outcome statement must
be updated annually.
• The desired post-school outcome must correlate to
the graduation option.
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Copy of IEP
Parents must be given a copy of their
child’s IEP at no cost following an IEP
meeting.
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CONTACT INFORMATION
Annie Margaret Harris
MARobinson@mde.k12.ms.us
Valecia Davis
vdavis@mde.k12.ms.us
Desma McElveen
dmcelveen@mde.k12.ms.us
Tanya Bradley
tbradley@mde.k12.ms.us
Office of Special Education
Division of Technical Assistance
(601) 359-3498
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